Participation in online courses from the students' perspective

The purpose of this study is to uncover factors that affect participation in online classes from the student's perspective. Interest in the online environment has been increasing and renders the opinions of students participating in online courses more important since the opinions of students i...

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Bibliographic Details
Published in:Interactive learning environments 2018-10, Vol.26 (7), p.924-942
Main Authors: Ozaydın Ozkara, Betul, Cakir, Hasan
Format: Article
Language:English
Subjects:
Animation
CAI
Coding
Cognitive Style
Collaboration
collaborative learning
College Students
Communities of Practice
Comparative Analysis
Computer assisted instruction
Computer Mediated Communication
Cooperative Learning
Distance Education
Distance learning
Dropouts
Educational Experience
Environment
grounded theory
Interaction
Online Courses
Online instruction
online learning
Participation
Problem Based Learning
Psychological Patterns
Qualitative reasoning
Student Attitudes
Student Experience
Student Motivation
Students
Teaching Methods
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Summary:The purpose of this study is to uncover factors that affect participation in online classes from the student's perspective. Interest in the online environment has been increasing and renders the opinions of students participating in online courses more important since the opinions of students in this environment are closely related to interaction. It has been seen that lack of interaction creates a sense of loneliness, which causes students to drop their classes. For this reason, a qualitative study has been conducted about student experiences on the use of methods that increase interaction in an online environment and participation. Participants were given tasks based on collaboration, special attention was paid to make sure that the setting in which the participants found themselves was in accordance with the principles of the community of inquiry, computerized equipment was used to facilitate online interactions. 15 students worked based on collaboration and 15 students worked individually. Data was collected with interviews and reflection reports. Open, axial and selective coding was made by using the theorizing method. At the end of the study, it was determined that participation in online environment was affected in both groups by factors such as personal approaches, changing variables, mediated attributes.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2017.1421562